Howard University Unveils New Bloomberg Lab

howard university at bloomberg

Howard University School of Business (HUSB) recently unveiled its new Bloomberg Finance Lab in front of a standing-room only crowd of students, faculty and alumni. The lab, made possible through a generous $250,000 gift from alumnus Wendell E. Mackey, CFA, will be used to prepare students to excel in finance-related fields.

“We are extremely appreciative of Mr. Mackey’s donation to the Howard University School of Business, which not only supports the Bloomberg Finance Lab, but also student scholarships,” said President Dr. Wayne A. I. Frederick. “In this full circle moment, we get to witness a student who once benefited from a quality Howard education, return to give back so that the next generation of students can experience the same.”

Mackey fondly recalls taking photos in front of the then newly constructed School of Business on the day of his graduation ceremony in 1986. It was in that moment that he vowed to one day give back to his alma mater. Today, Mackey is a Founder, Co-Chief Executive Officer, and Chief Investment Officer for Channing Capital Management, LLC in Chicago.

“I am honored to present this gift to Howard University on behalf of myself and Channing Capital Management. I also want to thank my great business partners Rodney Herenton and Eric McKissack for their support along our journey together,” said Mackey. “The skills that the students will achieve with the added benefit of utilizing a Bloomberg Finance Lab will be invaluable to their careers.”

The Bloomberg Terminal is a software platform that provides real-time and historical data, market moving news and analytics to help leading business and financial professionals worldwide make better informed investment decisions. The service also features execution platforms for every asset class, research and a global network to communicate securely and reliably. Howard University has contracted to have 12 Terminals with two Terminals earmarked for economics and computer science students.

“We are thrilled to partner with Howard University and offer its students and professors access to the same market-moving news and data relied on by leading business and financial professionals around the globe,” said Erika Irish Brown, Bloomberg’s Global Head of Diversity & Inclusion. “We hope that Bloomberg Finance Lab’s training and coursework will give Howard students seeking careers in financial services an additional competitive edge, while also familiarizing Howard’s computer science students with the technology underlying the Bloomberg Terminal.”

“The Bloomberg Lab will greatly enhance the academic skills of our undergraduate and graduate students in finance, accounting, marketing, supply chain and management, and enhance their professional marketability,” said Barron Harvey, Ph.D., dean of the Howard University School of Business. “In addition, the lab will greatly impact the research productivity of our dedicated faculty in the School of Business.”

Continue onto the Howard University Newsroom to read the complete article.

How to Avoid Scholarship Scams


It’s no secret that scholarships are a great way to find free money for college. While it’s now easier than ever to search for scholarship opportunities online, easier navigation on the internet also makes it easier for online scammers.

Unfortunately, many families have fallen victim to scholarship scammers who are stealing millions of dollars from families every year. Your goal is to get money for college, and it shouldn’t cost you anything to apply for scholarships.

The good news is that there are red flags to look out for to avoid becoming the victim of a scholarship scam. A general rule of thumb – if it sounds too good to be true, it is. Learn the signs to protect yourself against being defrauded and find scholarships that are right for you. Here are 3 tips to avoid scholarship scams:

  1. Be cautious of fees: Applying for scholarships should not cost money. Be cautions of scholarships with application fees and never pay to get scholarship information. Scholarship databases are free and readily available online. Be on the lookout for phrases like “Guaranteed or your money back.” Scholarship websites can’t guarantee that you will win a scholarship because they’re not deciding on the winner. Legitimate scholarships won’t require an upfront fee when you submit the application.

TFS Scholarships

  1. Protect your data: Never reveal financial information such as your social security number, credit card numbers, checking information or bank account numbers to apply for scholarships. Scholarship scammers could use this information to commit identity theft.
  1. Get a second opinion: If you’re still unsure, talk with trusted organizations about which websites they recommend. School counselors, librarians, financial aid offices, and local community organizations have knowledge and tools to guide you in the right direction.

To help cut through the clutter, TFS Scholarships provides free educational resources to ease the academic journeys of students and families around the country. Sponsored by Wells Fargo, TFS Scholarships has been helping students for over 30 years and offers more than 7 million individual scholarships and more than $41 billion in aid. Visit to learn more.

Dr. Cynthia Lindquist of Cankdeska Cikana Community College Named 2017 American Indian College Fund TCU Honoree of the Year

american indian college fund logo

Ceremony Also Honors 34 Tribal College Students of the Year

The American Indian College Fund honored Dr. Cynthia Lindquist, President of Cankdeska Cikana Community College in Ft. Totten, North Dakota, for her outstanding contributions to American Indian higher education as its Tribal College and University Honoree of the Year. Dr. Lindquist, along with 34 American Indian scholarship recipients named as Students of the Year, were lauded at a reception hosted by the College Fund in Bismarck, North Dakota.

The program, sponsored by the Adolph Coors Foundation, awarded Dr. Lindquist a $1,000 honorarium and each student of the year a $1,200 scholarship.

Lindquist says she never set out to be a college president. “College was a dream for me as a high school kid. I was the oldest of 13 kids, and there was no money for college,” she says.

But thanks to her parents and both sets of grandparents raising her with a strong work ethic, college is exactly where she landed.

After graduating from high school Lindquist went to work for Sioux Manufacturing Corporation (SMC) as a secretary clerk in Ft. Totten. When the company was established, it was managed by white men from the Brunswick Corporation. But her tribe, the Spirit Lake Dakota, set the goal to train tribal members to become leaders in the company. She saw an opportunity for a higher education.

“I left being a secretary/clerk to get an undergraduate degree at University of North Dakota, and lo and behold, who was there but Karen Gayton Swisher and David Gipp (Who later became fellow tribal college presidents)! I was in college with other Indians!”

Lindquist says at the time there were not many other American Indian college students. But she persisted with her coursework from the 1970s to early 1980s, and returned to SMC with a bachelor’s degree in 1981. She became a manager.

“After five-six months, our chairman at the time, Elmer White, asked me to work for the tribe as the Health Director Planner. And that is how it all began. I was in that role for seven years. I got to know all about Indian health and health systems,” she says.

She went on to earn her master’s degree in public administration with an emphasis on Indian health systems from the University of South Dakota. For two-and-a-half years she studied while working and driving every two months to Rapid City, South Dakota—a 9- to 12-hour commute, depending on the weather.

“It was really intense. We got stuck in blizzards, you name it.” But she found that the opportunity for interacting with other Natives in the program were better this time: 15 of the 30 people in the program were Native, including Lynn Davis, the wife of Carty Monette, the former founding president of Turtle Mountain Community College.

native american woman

Like many of the people in her cohort, Lindquist says, “We never aspired to our roles. We were in the right place at the right time. Opportunity opened up. The self-determination movement was beginning around the late seventies and early eighties, and Indian Health Service (IHS) was working hard to establish Indian health programs.” Lindquist’s health career path eventually took her to doing Indian health work at the national level for IHS, working on a traditional medicine initiative for the agency. She was also the first political appointee for IHS, working as a Chief of Staff for the Director for the Clinton administration before returning to North Dakota, where she was appointed by Governor Ed Schafer as the Director of the North Dakota Indian Affairs Commission.

At the time of this interview, Lindquist had just returned from Washington D.C. for the American Indian Higher Education Consortium meetings at which tribal college presidents, faculty, staff, and students from across the country visited Capitol Hill to speak to elected officials to request funding support for TCUs and Native higher education.

Lindquist said, “When I reflect about last week, I realize we have come so far. Our students have a level of sophistication they didn’t have before. We do well to stress this while also emphasizing their culture, language, and Native values and what they mean. Education is really about being informed, seeing other sides, digging for information, while respecting other opinions and ideas and remaining grounded in our spirituality. Being Dakota means having a spiritual foundation, no matter what that is.”

During the time Lindquist was studying community medicine and rural health at Grand Forks working to establish an Indian health pathway to medical school, she was recruited by two tribal elders to apply for the position of president at Cankdeska Cikana Community College in her home community.

The transition was a logical one. In addition to hard work being a family value, education is, too. Lindquist’s mother was on the CCCC Board of Regents and was also a CCCC graduate “way before I became president.” Lindquist also had experience there, having taught classes when she was the tribe’s health director/planner.  She jumped at the chance.

“I have been there ever since. I love being back home, with my family, and with my Mom, who just turned 88 on Friday,” she said.

Things happen for a reason. Lindquist says her health care background equipped her perfectly for her role as a leader in a Native-serving higher education institution. “If people don’t have some concept of health and well-being, they cannot be a college student. You have to be physically, mentally, and spiritually healthy, and ask, ‘Am I a good role model?’”

Lindquist went on to earn a Ph.D. in educational leadership from the University of North Dakota in 2006. She used her educational path and healthcare grant-making experience to grow her campus. “I put in for every grant from multiple funding sources. I quadrupled the size of my campus in 15 years,” she says.

When she started at the college, it was housed “in a typical leftover federal building. The white walls were dirty and the building contained asbestos.” She wondered who would want to go to school there. After learning that abandoning the building was not an option due to financial investments the federal government and American Indian College Fund had made in it, she set to work cleaning it up.

“We made the renovations look seamless and tied the old in with the new,” she says. The campus buildings are now all connected, a necessity in the cold northern North Dakota winters.

In addition to physical growth, the college also doubled the number of graduates from when she started, maintains a reserve account, and has maintained spotless audits.

As a leader Lindquist says she is most proud of her college’s good data and transparency. “The community college belongs to the people. We want integrity there. We want to practice what we preach and give back to the community.”

Her employees share her commitment. Lindquist says they are devoted, resourceful, and efficient. “Ideally we should have one-third more employees, like a grant writer, a data specialist, and a transfer specialist. But we have good, qualified people. Our teachers drive 40-50 miles one way from small farming communities around the reservation. And when we have 40 graduates every May, we are as proud as could be. Many would not be college students without Cankdeska Cikana Community College.”

“There is a lot of historical trauma in our community. The suspicion of education in our communities still lingers. Slowly we are breaking it,” she says. She credits integrating prayer, culture, and language for that.

The role of a tribal college president isn’t just a job, it is a way of life for Lindquist. In addition to focusing her work on the Dakota way of life, her personal life reflects that, with a focus on prayer and family. She enjoys spending time in ceremonies and with her extended family of three children, eight grandchildren, and two great-grandchildren. She also enjoys gathering with other tribal college presidents, “Talking to each other, energizing each other, and helping keep things in perspective,” she says.

Lindquist’s Dakota name, Hoton Ho Waste Winyan, means Good Voice or Good Talk Woman, and was bestowed upon her in honor of her great grandmother. “To carry a Dakota name implies you speak the truth and from your heart,” she says.

And she carries it well.

“It’s good work. I am humbled and I am glad I am home and I am glad I got the experiences to be able to do what I do. It’s a privilege to do this work and know I have a team supporting me, all with the goal of student success.”

The 34 students named as Students of the Year are a testament to the hard work of the tribal college presidents as well as their individual commitments to education. The scholars honored include:

Aaniiih Nakoda College Shauntae St. Clair
Bay Mills Community College Alea Ward
Blackfeet Community College Lana Wagner
Cankdeska Cikana Community College Nicole Brown
Chief Dull Knife College Rebecca Cook
College of Menominee Nation Adam Schulz
College of the Muscogee Nation Dakota Kahbeah
Diné College Jordan Mescal
Fond du Lac Tribal and Community College Jeroam DeFoe
Fort Peck Community College Justin Gray Hawk Sr.
Haskell Indian Nations University Cody Lanyate
Illisagvik College Amber Downey
Institute of American Indian Arts Charlie Cuny
Keweenaw Bay Ojibwa Community College Joshua Robinson
Lac Courte Oreilles Ojibwa Com. College Melissa Knop
Leech Lake Tribal College Alicia Bowstring
Little Big Horn College Yolanda Turnsplenty
Little Priest Tribal College Kellen Kelsey
Navajo Technical University Ashley Joe
Nebraska Indian Community College Cornelia Farley-Widow
Northwest Indian College Frank Lawrence
Nueta Hidatsa Sahnish College Caley Fox
Oglala Lakota College Jamie White Face
Saginaw Chippewa Tribal College Patrick Nahgahgwon
Salish Kootenai College JoDawna Tso
Sinte Gleska University Pauline Jackson
Sisseton Wahpeton College Deborah Anderson
Sitting Bull College Kaylie Trottier
Southwestern Indian Polytechnic Institute Martinez Wagner
Stone Child College McKenzie Gopher
Tohono O’odham Community College Diana Antone
Turtle Mountain Community College Samantha Bercier
United Tribes Technical College Austin Cree
White Earth Tribal and Community College Corey Weaver

About the American Indian College Fund

Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for more than 28 years. The College Fund believes “Education is the answer” and provided 6,548 scholarships last year totaling $7.6 million to American Indian students, with more than 125,000 scholarships totaling over $100 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators, and received a four-star rating from Charity Navigator and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit


The American Indian College Fund Names 35 Native American First-Generation Scholars to Receive Coca Cola Foundation Scholarship

american indian college fund logo

The American Indian College Fund and the Coca Cola Foundation honored 35 American Indian scholarship recipients at its 2017-18 Coca-Cola First Generation Scholarship banquet at the American Indian Higher Education Consortium Student Conference in Bismarck, North Dakota.

The Coca-Cola First Generation Scholarship was established for students who are the first in their families to attend college. The scholarships are renewable throughout the students’ tribal college careers if students maintain at least a 3.0 grade point average and show strong participation in campus and community life.

The following tribal college and university students were honored at the banquet for the 2017-18 academic year:

  • Aaniiih Nakoda College-Thomas Medicine Bear
  • Bay Mills Community College-Alea Ward
  • Blackfeet Community College-Laura Kipp
  • Cankdeska Cikana Community College-Lisa Jackson
  • Chief Dull Knife College-Cross Bearchum
  • College of Menominee Nation-Sabrina Hemken
  • College of the Muscogee Nation-Lucille Briggs
  • Dine College-Felisha Adams
  • Fond du Lac Tribal & Community College-Julie Isham
  • Fort Peck Community College-Jeromy Azure Jr
  • Haskell Indian Nations University-Thomas Berryhill
  • Ilisagvik College-Sarah Chagnon
  • Institute of American Indian Arts-Lashawn Medicine Horn
  • Keweenaw Bay Ojibwa Community College-Joshua Robinson
  • Lac Courte Oreilles Ojibwa Community College-David Butler
  • Leech Lake Tribal College-Alicia Bowstring
  • Little Big Horn College-Marissa Roth
  • Little Priest Tribal College-Shamika Benally
  • Navajo Technical University-Dolly Goodman
  • Nebraska Indian Community College-Vandy Merrick
  • Northwest Indian College-Sheila Cooper
  • Nueta Hidatsa Sahnish College-Tammy Hammer
  • Oglala Lakota College-Lindsay Masquat
  • Saginaw Chippewa Tribal College-Jennifer Arnold
  • Salish Kootenai College-Irene Augare
  • Sinte Gleska University-Johnna Waln
  • Sisseton Wahpeton College-Raegina Renville
  • Sitting Bull College-Kaylie Trottier
  • Sitting Bull College-Helen Wilkinson
  • Southwestern Indian Polytechnic Institute –Genevieve Waquie
  • Stone Child College-Jennifer Wolf Chief
  • Tohono O’odham Community College-Ashley Jose
  • Turtle Mountain Community College –Shania Jeanotte
  • United Tribes Technical College –Brittany Whitebird
  • White Earth Tribal and Community College-Shelly Weaver

About the American Indian College Fund

Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for more than 28 years. The College Fund believes “Education is the answer” and provided 6,548 scholarships last year totaling $7.6 million to American Indian students, with more than 125,000 scholarships totaling over $100 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators, and received a four-star rating from Charity Navigator and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit

Odette Harris named America’s second female African-American neurosurgery professor at Stanford

black female neurosurgeon

Odette Harris M.D. ’96 has made history by becoming America’s second African-American female professor of neurosurgery. Stanford’s department of neurosurgery announced her promotion on Tuesday.

Harris joins Lu Chen as the second female professor in the department of neurosurgery at the School of Medicine.

Harris, who specializes in traumatic brain injury, has served as the director of brain injury in the department of neurosurgery and the associate chief of staff of polytrauma and rehabilitation at the Palo Alto Veterans Administration Health Care System since 2009. Harris is also a Clayman Institute Faculty Research Fellow and was awarded the William P. Van Wagenen Fellowship Award from the American Association of Neurological Surgeons.

Harris said she developed a passion for the physical sciences and chemistry while studying at an all-girls high school.

“All those cliches about girl schools and empowering girls and women, I think they’re true,” Harris said in an interview with Stanford Medicine.

During her undergraduate years at Dartmouth College, Harris said she sought to surround herself with “strong women.”

It was not until she attended Stanford School of Medicine that she said she experienced a “turning point both in terms of gender and race.” Harris was the only black woman in the School of Medicine’s class of 1996. She was also one of only two women during her neurosurgical residency at Stanford University Medical Center.

Nonetheless, Harris described her experience in medical school and residency as a positive one.

“My mentor was a white man who is blond and as East Coast as can be,” Harris said. “His skin color was irrelevant, as was mine to his experience of mentoring me.”

Continue onto Stanford University’s Newsroom to read the complete article.

Disney Donates $1 Million to Youth STEM Program in Celebration of ‘Black Panther’


In celebration of the record-breaking success of Marvel Studios’ Black Panther, The Walt Disney Company is donating $1 million to the Boys & Girls Clubs of America (BGCA).   The donation will help expand Boys & Girls Clubs of America’s youth STEM (Science, Technology, Engineering and Math) programs, supporting the high-tech skills that were a major theme in the plot of Black Panther and are essential in helping youth succeed.

“Marvel Studios’ Black Panther is a masterpiece of movie making and has become an instant cultural phenomenon, sparking discussion, inspiring people young and old, and breaking down age-old industry myths,” said Robert A. Iger, Chairman and Chief Executive Officer, The Walt Disney Company. “It is thrilling to see how inspired young audiences were by the spectacular technology in the film, so it’s fitting that we show our appreciation by helping advance STEM programs for youth, especially in underserved areas of the country, to give them the knowledge and tools to build the future they want.”

Boys & Girls Clubs of America will use this one-time grant to further develop its existing national STEM curriculum, and establish new STEM Centers of Innovation in 12 communities across the country. The curriculum and new centers will serve and inspire kids and teens, with an emphasis in the following communities: Atlanta, GA; Baltimore, MD; Chicago, IL; Harlem, NY; Hartford, CT; Memphis, TN; New Orleans, LA; Oakland, CA; Orlando, FL; Philadelphia, PA; Washington, DC; Watts, CA.

Boys & Girls Clubs of America’s Centers of Innovation provide youth with hands-on, advanced technologies that stimulate creative approaches to STEM exploration, including 3-D printers, robotics, high-definition video production and conferencing equipment. In addition, a fully dedicated STEM expert will offer individual and group support, using real-world applications to help Club members develop their STEM skills and critical thinking.

“From hands-on interactive programs to critical thinking, Boys & Girls Clubs of America is committed to providing thousands of young people with the tools they need to prepare for a great future,” said Jim Clark, president and CEO of Boys & Girls Clubs of America. “Thanks to Disney’s support, we can expand our outreach and allow more youth to find their passions and discover STEM careers.”

Continue onto The Walt Disney Company to read the complete article.

TFS Scholarships Launches Online Toolkit to Provide College Funding Resources

Higher Education

SALT LAKE CITY— TFS Scholarships (TFS), the most comprehensive online resource for higher education funding, has launched a free online toolkit to provide counselors, families and students with resources to help improve the college scholarship search process. The toolkit, available at, provides downloadable resources and practical tips on how to find and apply for scholarships.

The launch comes in celebration with Financial Aid Awareness Month when many families are beginning the FAFSA process and researching financial aid options.

“We hope these resources help raise awareness around TFS and the 7 million college scholarships available to undergraduate, graduate and professional students,” said Richard Sorensen, president of TFS Scholarships. “Our goal is to help families discover alternative ways to offset the rising costs of higher education.”

The resource toolkit includes flyers, email templates, newsletter content, digital banners and table toppers which are designed to be shareable content that counselors, students and organizations can use to spread the word about how to find free money for college.

The newly revamped TFS website curates over 7 million scholarship opportunities from across the country – with the majority coming directly from colleges and universities—and matches them to students based on their personal profile, where they want to study, and stage of academic study. By tailoring the search criteria, TFS identifies scholarships that students are uniquely qualified for, thus lowering the application pool and increasing the chances of winning. By creating an online profile, students can find scholarships representing more than $41 billion in aid. About 5,000 new scholarships are added to the database every month and appear in real time.

Thanks to exclusive financial support from Wells Fargo, the TFS website is completely ad-free, and no selling of data, making it a safe and trusted place to search.

For more information about Tuition Funding Sources visit


About TFS Scholarships

TFS Scholarships (TFS) is an independent service that provides free access to scholarship opportunities for aspiring and current undergraduate, graduate, and professional students. Founded in 1987, TFS began as a passion project to help students and has grown into the most comprehensive online resource for higher education funding. Today, TFS is a trusted place where students and families enjoy free access to more than 7 million scholarships representing more than $41 billion in college funding. In addition to its vast database that’s refreshed with 5,000 new scholarships every month, TFS also offers information about career planning, financial aid, and federal and private student loan programs as part of its commitment to helping students fund their future. Learn more at


Dr. Karen Schuster Webb Appointed Sixth President of Union Institute & University

union institute president

Union Institute & University’s Board of Trustees today announced the appointment of Dr. Karen Schuster Webb as the university’s sixth president, effective July 1, 2018. Dr. Webb succeeds Dr. Roger H. Sublett, who is retiring after serving Union as president since April 2003.

Dr. Webb is a visionary leader with a passion for community and mentoring women in leadership, having dedicated her career to the equity of access to educational excellence in the United States, as well as around the world. She brings more than 20 years of executive leadership and an impressive career in higher education, most recently as the Midwest campus president and senior advisor for Academic Innovation to the Chancellor at the Antioch University System. She also served as provost and vice president for Academic Affairs at Antioch University Midwest Campus. Prior to her work at Antioch University, Webb served at Alliant International University System from 2000 to 2013, where she was founding university dean of the California School of Education, overseeing programs in California, Mexico, and the Far East, as well as online programs. She was also associate provost for Community Engagement at Alliant from 2009 to 2013.

Dr. Webb served as dean of the College of Education (Baton Rouge) at Southern University and A&M College System: Baton Rouge, New Orleans, Shreveport (Community College), and online from 1998- 2000. She co-founded and co-directed the Center for the Study of Academic Achievement in Learning Environments, part of a Stanford University Complex Instruction Institute Consortium, University of Kentucky System: Lexington from 1994-1998. Fluent in Spanish, she was also program director, Language Education Programs, at the University of Kentucky from 1992-1998. Earlier in her career, she served at Howard University in Washington, D.C., Indiana University, Bloomington, and Coppin State University in Maryland. From Indiana University-Bloomington, Dr. Webb earned her B.A. degree in Spanish, her M.S. in Education: Teaching English to Speakers of Other Languages/Applied Linguistics, and her Ph.D. in English Education: Second Language Studies.

Dr. Webb was appointed chair-elect of the American Council on Education’s Women’s Network Executive Council (WNEC), Washington, D.C. in 2014, and becomes chair of the Executive Council in July. She also served on the ACE Northern California Women’s Network for more than 10 years and held both vice chair and chair positions there. She has earned numerous awards, including Teacher of the Year by the California School of Education doctoral students at Alliant International University, and was selected in 2016 as one of the Top 25 Women in Higher Education and Beyond by Diverse Issues In Higher Education Magazine, honoring her commitment to and advocacy for diversity, inclusion, and mentoring. Dayton Magazine profiled her for their leadership series. She serves on the Advisory Board of William V. S. Tubman University Foundation in Harper, Liberia, and is a member of the Board of Directors for the Dayton Contemporary Dance Company.

Dr. Webb has a successful record of fundraising and building relationships and partnerships throughout her career. She served on accrediting peer visit committees for the Western Association of Schools and Colleges and the Southern Association of Colleges and Schools, as well as holding numerous committee leadership positions throughout her career.

Dr. Webb has been a leader in her fields of study and has spoken at conferences nationally and internationally. She has published numerous articles in the areas of urban education, sociolinguistics, and language learning. Dr. Webb’s career has been one of service at complex systems, and primarily at institutions serving adults returning to higher education and emphasizing experiential learning-based instruction. She also served at universities that were founded to provide equity of access to higher education for students of color. At Antioch University, she and her leadership team initiated programs that grew undergraduate and master’s degree programs. She secured corporate funding for academic program development and launches and developed private and public sector partnerships, including programs with PNC Bank and the Greene Foundation of Kettering Health Network. She was instrumental in Antioch University’s collaboration with Sinclair Community College in Mason, Ohio, and established articulation agreements with four additional non-competing regional community colleges. She launched the Workforce Development, Community Education, and outreach initiatives for Antioch University with Dayton’s immigrant communities, and established the Antioch University Midwest campus Veterans Affairs Liaison Office.

Dr. Webb and her husband, Wallace H. Webb, Jr., a retired educator, are the proud parents of two children, Ramona and Wallace, III.

Dr. Webb said, “I am humbled and honored to have been selected as the sixth President of Union Institute & University—a university living its mission to engage, enlighten, and empower students to achieve a lifetime of learning and service. Indeed, it is a privilege to follow Dr. Sublett, whose leadership has provided Union with a firm foundation, as well as a reputation for commitment to excellence, innovation, and community outreach. I look forward to joining the partnership reflected by the exceptional Union community of students, faculty, staff, alumni, and Board of Trustees to continue Union’s distinguished social justice legacy as a world-class university.”

Ms. Christine van Duelmen, chair of Union Institute & University’s Board of Trustees, said, “On behalf of the Board of Trustees of Union Institute and University, I am very pleased to welcome Dr. Karen Schuster Webb as Union’s sixth president. The search committee, consisting of trustees, administrators, faculty and alumni, spent more than a year evaluating and rating potential candidates. A very thorough national search was guided by a distinguished national firm. All Union stakeholders had the opportunity to meet the finalists and provide their feedback. At the January 2018 Board of Trustees meeting, the trustees carefully considered the qualifications of the three finalists and after much deliberation, they voted unanimously to offer the presidency to Dr. Webb,” Trustee van Duelmen continued.

“Dr. Webb is ideally suited to serve as Union’s next president, particularly following the exemplary leadership of Dr. Roger Sublett. I know she will create new opportunities for students, faculty, and staff and build upon our partnerships with area businesses and the local communities we serve,” said van Duelmen. “Dr. Webb has the background and experience to lead our university forward, in her words ‘to a more perfect Union,’ and has shown us her commitment to and passion for Union’s mission and values: to engage, enlighten and empower individuals to pursue professional goals and a lifetime of learning, service, and social responsibility.”

“On behalf of the entire Union community across the nation,” van Duelmen continued, “we are so pleased that Dr. Webb has both the vision and capacity to lead Union Institute & University, one of the most important universities of its kind in the world.”

In April 2017, Dr. Sublett, Union’s fifth president, informed the trustees and community of his plans to retire on June 30, 2018 after 17 years of leadership and a career serving higher education spanning five decades. Dr. Sublett said of Dr. Webb’s appointment, “Dr. Webb is an accomplished professional with a strong commitment to social justice, social responsibility, and community connectedness in higher education. She has served with distinction in institutions most recently in California and Ohio. She is a national leader particularly in support of women in higher education through her work with the American Council on Education in Washington, D.C. Having worked with Dr. Webb over the years, I know she understands Union’s history and commitment to serving adult learners. She is and has been a strong advocate for the mission of Union and other like institutions. She is a scholar, a seasoned administrator, a respected colleague in higher education across the nation. All of us who have been involved in the life of Union welcome Dr. Webb to the presidency of Union with enthusiasm, and wish for her and Union only the very best in the coming years. Union is most fortunate to have attracted such a talented leader.”

Trustee van Duelmen praised Dr. Sublett on his service and tenure. “Dr. Sublett has provided incomparable leadership through a period of both challenges and academic growth. The entire Union community is grateful for his years of dedicated service and his commitment to higher education. Throughout his 17- year tenure, Dr. Sublett has been a beacon of service and leadership. It was in that spirit that the trustees bestowed upon him the Presidential Medal of Exemplary Leadership last October. We look forward to celebrating his stellar career later this spring.”

A Board-appointed transition committee will assist Dr. Sublett and President Elect Webb in the coming months. She will take office on July 1, 2018.

Union Alumna to Serve as New Cincinnati Center Executive Director


Dr. Rea Waldon is coming home to Union Institute & University as the executive director of the Cincinnati Academic Center.

Waldon received her Ph.D. from Union Institute & University where her studies focused on public policy and urban economics.  She is returning to the university that she credits with propelling her career. “My new role at Union allows me to combine my passion for education and business.  I didn’t fit the mold but Union had confidence in me and my degree changed my life,” said Waldon. “I know Union changes lives. I am one of those lives.”

Waldon is a businesswoman with a solid background in strategic planning as well as professional experience in banking, education, workforce development, healthcare, business and community development.

“A degree is the ticket to entry for most professional careers. One of my goals is to connect the dots between the business ownership and a college degree. Approximately 75% of entrepreneurs do not have college degrees. A business degree provides a broad foundation for the entrepreneur that starts to build a more complex organization. Tied to that is the need to recruit and train qualified staff. I understand workforce development and I think I can make a difference the way Union made a difference in my life and career.”

Dr. Nelson Soto, provost and vice president for academic affairs at UI&U looks forward to her leadership skills. “Rea is the epitome of success. She understands the value of higher education and transferrable skills. She has numerous business connections and will be a valuable addition to Union.”

Waldon describes herself as a person pegged “couldn’t, wouldn’t, shouldn’t” succeed. But that has never stopped her. “Union’s nontraditional approach is the right fit for adults with the odds stacked against them. My message is you can work and complete your degree.”

Waldon is the founding executive director of the Ohio River Valley Women’s Business Council, worked for the Urban League of Greater Cincinnati for eight years, first as Senior Vice President and then as Chief Operating Officer.  Prior to joining the Urban League, she was Assistant Vice President/Community Development Officer for PNC Bank.

Waldon also served Union Institute & University as a faculty advisor and affiliated faculty from 1995-2006. Waldon has been recognized as a Cincinnati Business Courier Mentor of the Year and is the recipient of the Women of Color Foundation’s ISIS Award. She is also one of Fifth Third Bank’s Profiles in Courage recipients.  She is a coach and mentor to business owners and students. She is also the owner of KDDK Legacy Group.

In addition, she holds a M.A. from Antioch College in Management Information Systems, and a B.S. in Accounting from the Union Institute & University.

About Union Institute & University

Union Institute & University is a non-profit, regionally accredited university specializing in providing quality higher education degrees for adults nationwide. Founded in 1964, Union’s academic programs and services are the result of more than five decades of identifying and refining ways to structure and deliver education to meet the needs of adults. Distinguished as the pioneer in adult education, Union perfected the concepts now common in higher education such as the hybrid model, a blend of online and traditional classroom instruction, interdisciplinary studies, and student centered education with socially relevant and applicable learning outcomes in its undergraduate, master’s and doctoral degree programs.

The university is guided by its core mission to educate highly motivated adults who seek academic programs to engage, enlighten, and empower them to pursue professional goals and a lifetime of learning, service, and social responsibility.

Union is a national university with academic centers located in: Ohio, Florida, and California.

For more information about Union Institute & University, visit or call 1- 800-861-6400.


Which MBA Program is Right for You? You can get your MBA your way.


Today’s business schools offer more opportunities than ever to help you find a program that meets your specific needs. Programs generally fall into the following categories:

Full-time MBA programs are primarily for students who are able to take time off from working full-time to concentrate on their studies. These programs are ideal for both “career switchers” and “career enhancers.” Global companies sometimes send employees for a total immersion experience in countries that represent an important business market.

  • Programs typically last from 12 to 21 months
  • Longer programs often include a three-to-four month internship option
  • Core course requirements are completed in the early stage of the program
  • Specific concentrations and elective courses finish the latter stage of the program
  • The mix of electives and requirements varies among programs
  • Students often relocate to attend full-time programs

Part-time MBA programs are designed for working professionals and allow students to work full-time during the day and attend classes in the evening or on weekends. Part-time programs are popular among career enhancers—those who have experience and want to further their career in a chosen field. They are also a smart choice if you already have a network in your field to help you find a new position post-graduation.

  • Courses are scheduled year-round
  • Programs typically lasts 2 to 5 years
  • Commuting is more common than relocation

Executive MBA (EMBA) programs enhance the careers of professionals who are already specialists in a field or industry. EMBA programs focus on honing general management skills in core classes, with little or no opportunity for specialization. Enrollment is often tied to a new or anticipated promotion, and most students are company-sponsored.

  • Students work full time and attend classes on Fridays and Saturdays, usually on alternate weekends, over two academic years
  • Offers a full immersion experience, with learning outside the classroom and extensive faculty and student/team interaction
  • The shared professional experience and expertise of students becomes part of the curriculum

Virtual/Online MBA programs are a good option for those who need or want to work full time and who cannot or do not want to attend classes in person. Most online programs allow students to complete assignments and review lessons when and where it works best for them.

Which type of program is best for you?
Before you make your decision, you’ll want to consider a variety of factors to determine which type of program will best overall experience to meet your professional and personal goals.

Goals and Program Elements

  • How do you learn best?
  • How much flexibility are you looking for in a program?
  • What is your industry or job function goal and how that could affect your choice in program type?
  • Do you already have a functional or industry specialty, or do you need an MBA to develop one?
  • Will an internship help you make a career transition?


  • Can you handle going to school full time and working part time, or vice versa?
  • Do you want classmates who share your interests and experience level?
  • Are you ready for the responsibilities of an MBA-level position upon graduation?

Family Considerations

  • Will your partner need to relocate and/or enter a new job market?
  • Does the school offer support for partners and families?


  • Do you want to study locally, in your home country, or abroad?
  • Do you prefer to be in a college town or a city?
  • How will the school’s connections with the local business community help?
  • Will your current employer support you in a full- or part-time program?

Carefully consider your answers to these questions, and you’ll have a much better idea of which type of program will be your perfect fit.

Source: FORTÉ Foundation

Meet Danielle Olson: A ‘Gique’ Advancing the Case for STEAM Education

Danielle Olson

What is a “Gique”? It’s a cross between “geek” and “chic,” a maker and creative problem-solver whose interdisciplinary interests turn STEM into STEAM. Meet Danielle Olson, researcher and PhD student at MIT and proud founder of Gique, a nonprofit that provides transformational, culturally situated STEAM learning for underserved youth.

Olson says being a Gique is about using your passion to embrace change and create your dream job. Olson offered STEMconnector her insights and experience as an engineer, a dancer, a dreamer, and pioneer in STEAM education, as well as research on how the arts are leveling the educational playing field in STEM.

Interview below courtesy of Stemconnector

STEMconnector: How does using the arts impact the STEM talent gap?

Danielle Olson: Fortunately, a new and exciting field of education is emerging where curricula are designed to expose youth to the applications of science, technology, engineering, art and design, and mathematics (STEAM) in the real world. STEAM, rather than just STEM, education focuses on student cultivation of the critical, creative, and participatory dispositions key to empowered, authentic engagement in both science and art, along with preparing students to think of ways that they can contribute to society as individuals.

The arts have been treated as a “cherry on top” in recent years. But research demonstrates that an arts education offers critical development opportunities for children, which include cognitive and social growth, long-term memory improvement, stress reduction, and promotion of creativity. In fact, research findings show that if arts were included in science classes, STEM would be more appealing to students, and exposure to experts in these fields could affect career decisions. Gique believes that STEAM education affords students opportunities to envision themselves pursuing their “dream careers,” which they may invent for themselves.

There are three categories that aid in representing various perspectives of art integration: (1) learning “through” and “with” the arts, (2) making connections across knowledge domains, and (3) collaborative engagement across disciplines.

Gique piloted a 9-month-long, out-of-school STEAM Program with students at the Boys & Girls Clubs of Dorchester, an inner-city in Boston, Massachusetts, in the areas of science, the arts, and entrepreneurship by putting the theoretical framework, which underpins the necessity for STEAM education, into action.

SC: What kinds of lessons do you offer students?

DO: Gique designs and provides free, hands-on educational programs and mentorship to talented youth from diverse circumstances in the Boston area and in California. We create a safe, positive learning community for our students and cultivate their curiosity and self-esteem through two arms of programming:

  • Gique’s Science Can DANCE! Community Programs—provides youth with a way to explore STEAM through creative movement and dance choreography. By taking an integrated approach to breaking down technical concepts, we provide a unique mentorship opportunity for students interested in both arts and science topics.
  • Gique’s Out-of-School Time (OST) STEAM Program—a 9-month-long, weekly after-school program for middle school students to explore their personal interests in STEAM. This program enables students to receive long-term mentorship from innovators from around the world and participate in hands-on workshops and field trips. By the end of the semester, students gain a better understanding of how they can take an idea from concept to reality through innovation with art + design, science, and technology.

In addition to these two programs, Gique has provided a wide variety of educational opportunities to people of all ages in the Boston area for the past four years. We have collaborated with numerous organizations to provide educational programming, including MIT Museum, Harvard Museum of Science & Culture, Artisan’s Asylum, and General Assembly Boston.

SC: How can corporations that support a vibrant STEM workforce get involved in advancing STEAM education?

DO: First, corporations should stand with teachers and parents to fight back against policies that discourage interdisciplinary education. This may include, but is not limited to, policies that result in art, drama, history, and science class time reduction and policies, which discourage teachers from being innovative due to too much focus on standardized testing.

Second, people in power must use their influence to help give underrepresented groups more access to resources that can level the playing field in education. I had access to programs like FIRST Robotics Competition and MIT’s Minority Introduction to Engineering and Science Program, which changed my life, thanks to the generosity of donors investing directly in people of color by sponsoring these programs. However, I wouldn’t have been able to participate in these programs if I had to pay for them. That’s why Gique leverages the support of its sponsors to deliver life-changing experiences to students that help them pursue career dreams that they may have deemed impossible.

SC: How is Gique measuring its impact?

DO: We have a structured process in place to design, administer, and analyze quantitative and qualitative measurements, including pre- and post- assessments, audio/video interviews, and external feedback (from program staff/volunteers and parents/guardians).

Specifically, for Gique’s OST STEAM Program, a schema was developed to identify, both broadly and specifically, what students learned and in what context it applies to their lives. Prior to each term, the program leadership developed several goals for student impact, with measurable indicators to assess each goal. Assessment questions were adapted from the Museum of Science Boston’s Engineering is Elementary program assessment model. At the end of the semester, students completed the same assessment for the program leadership to understand what deltas occurred and what the development areas were for program improvement.

While the quantitative data collected often helped to inform strategic decisions and content choices, the qualitative data showed how the program impacted students, parents, volunteers and teachers. Gique wholeheartedly believes that learning experiences should be fun, so asking these qualitative questions were critical to the development and success of the pilot OST STEAM program.

Gaining parent/guardian feedback served to be an excellent indicator of how excited students were about the program.

Visit Gique’s community of leaders and makers at




Playing the Long Game: Sustainable Diversity-College Recruiting


By Jena Burgess, PHR

Organizations are recognizing the benefits of starting diversity recruiting efforts early and often in order to build the numbers to feed their future ranks. Silicon Valley, Wall Street, and Fortune 500’s have been engaging in a college recruiting model that early identifies, but often comes up short in meaningful impact. And while initiatives have been put in place to hold companies accountable and transparent, there are missed fundamentals to consider when building sustainable diversity-college recruiting programs. As CEO of Coach Jena B. LLC, I spend my time coaching both colleges and corporate partners to close the skills gap for Millennials and Gen Z’ers. What I’ve learned? When it comes to diversity-college recruiting, corporate partners need to play the long game for maximum impact on campus and with their recruits.

  1. Walk in as a partner not a recruiter

Before you walk in guns blazing hunting for the best and brightest under-represented talent on campus, have you stopped to ask your colleges how best to partner? The difference in diversity recruiting is your ability to build trusting relationships that meet the needs of your gate-keepers. Especially, when it comes to supporting our HBCU’s. As a recruiter, you may have a plan in place to meet your numbers, even throw dollars to get the job done. But without the proper strategy, your short term play will have you losing the long term gains. Ask your college contacts: 1) How can we best support diverse students? 2) What challenges are preventing placement for un-tapped talent? 3) What do your students/staff need to be successful? If a school doesn’t have what it needs to lift talent through the pipeline, you won’t have what you need either. Find out what partnership means for your key schools and adapt your strategy accordingly, resulting in deeper connections and reach to desired students.

Remember: Your organization has a lot to offer outside of dollars. Knowledge and presence are invaluable. Some may need better administration support for diverse students; others need professionals for mentorship programs. These efforts not only keep your budget intact, but they will go a long way to building your relationship and proving you are a true partner.

  1. Match your brand to your efforts

A quick way to damage your diversity brand on campus is to not walk the walk. It’s great that you brought the CEO to read your diversity statement to the students, but are your actions and student experience matching your sales pitch? In talking with students from across the country for Super Qualified, I was astounded by how savvy students are about company culture. Build sustainable brands by offering students:

  • Exposure to the right executive sponsors (not just diverse leaders, but those with inclusive leadership traits)
  • Bringing diverse professionals to all your campus events, not just the diverse ones (this will also encourage your diverse recruits to attend those events)
  • Transparency to expectations. Yes you are selling, but be realistic and clear on what you need from the student to be a successful match – coach in addition to recruiting

  1. Recruiting doesn’t end at the internship offer

When I speak with colleges, I tell students that the internship is an extended interview. The same goes for your company. Students are still ‘interviewing’ you.  Invest in the intern experience as you much, if not more, than you have invested in the recruiting process. Craft an experience, not just a program. I’ve been working on a curriculum guide to my book Super Qualified that maps out how to create a meaningful intern to career experience. Here’s what I’ve learned…

  • Students need a Sherpa! Let someone on your team (or you!) “own” the diverse student experience. Task this person with checking in on your interns, creating a safe space to discuss company culture/performance issues, or being a central point of contact
  • Give your diverse interns opportunities to connect with the larger company. Your interns know what the company “looks” like. Don’t shield them from it; support them learning it
  • Often and continuous. I hear from many managers at companies that they don’t know how to give feedback to their diverse interns (who later become their diverse professionals). Coach your managers on how to give it. Coach your interns on how to receive it. And if you need resources, the Super Qualified curriculum can help

Do the internship right and you’ve turned your intern into a campus ambassador. Do this wrong, and you’ve turned this student into a walking negative review.

Remember, long term means long term. Your diverse recruits may trickle in slowly, and in this case quality beats quantity. As I tell my clients, this may seem like a lot of initial investment, but you may be recruiting your next CEO. Play the long game by remembering these 3 tips and get to sustainable.

About the Author:

Jena Burgess is the author of Super Qualified: Maximizing Your College Experience To Get The Job You Want and board member of HBCU Career Development Marketplace. She is CEO of Coach Jena B. LLC consulting and focuses on early career success for colleges and companies.

Budgeting for College Students: Where to Start


College marks a significant transition period for many young adults — it’s a time of newfound freedom and the financial responsibilities that come with it.

Whether your funds come from family, student loans, scholarships or your own wallet, you’ll need to budget for expenses like textbooks, housing and, yes, a social life. Knowing who’s footing the bill, what costs to expect and which ones you can live without — ideally before school starts — can reduce stress and help you form healthy financial habits for the future.

Have the money talk

Before you build a budget, go over some important details with the people — parents, guardians or a partner — who will be involved in financing your education. Discussing your situation together will ensure everyone is in the loop and understands expectations.

“One of the biggest obstacles we have [with] teaching young people financial literacy and financial skills is not making money and expenses a taboo subject,” says Catie Hogan, founder of Hogan Financial Planning LLC. “Open lines of communication are far and away the most important tool, just so everyone’s on the same page as far as what things are going to cost and how everybody can keep some money in their pocket.”

Here are some topics to start with:

  • Who is paying for college and how. Have a conversation before the start of each school year to decide if your family will pay for costs out-of-pocket or if you’ll need to get a job, rely on financial aid, use funds from a 529 plan or combine these options.
  • What expenses to expect. In addition to tuition, you’ll have to budget for other college costs, like transportation and school supplies. Make a list of likely expenses, estimate the cost and agree who pays for what. (See more on expenses below.)
  • FAFSA and taxes. Whether a parent or guardian claims you as a dependent or you file taxes on your own determines whose information is required to fill out the Free Application for Federal Student Aid, or FAFSA, and who can claim tax credits and deductions. Discuss your financial status before each school year and address any changes, like a raise or job loss.
  • Credit cards and bank accounts. If you’re considering opening a credit cardaccount for the first time, are younger than 21 and don’t work full time, you’ll need a co-signer: a parent or other adult. You’ll want to talk about ground rules, like only using a credit card for emergencies and defining what constitutes an emergency. Approach new financial products with caution and be careful not to take on debt. If you plan to directly deposit funds from a job or allowance, look for a checking account that offers low (or no) fees.

Anticipate your expenses

To determine what you’ll spend each term, keep these college-related expenses on your radar:

  • Textbooks and school supplies. Course materials could eat up a large chunk of your budget. The average estimated cost of books and supplies for in-state students living on campus at public four-year institutions in 2016-2017 was $1,250, according to the College Board. Also plan for purchases like notebooks, a laptop, a printer and a backpack, and read the do’s and don’ts of back-to-school shopping for money-saving tips.
  • Room and board. When it comes to food and living arrangements, weigh your options. Compare the cost of living on campus and getting a meal plan versus renting an apartment and shopping for groceries.

Continue onto NerdWallet to read the complete article.

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